Indiana Wesleyan University

Science Lesson Plan

Kathryn Lovell

LESSON RATIONALE/INJUSTICE CONFRONTED

Simply telling our students over and over that learning is important and applicable to life is not
enough to engage them in the learning process. We must not only tell them––we must show them
how the content learned at school is relevant to “real life.” Students need to move from being
passive receivers of information to becoming active participants in their education. In this lesson,

READINESS
I. Goals/Objectives/Standard(s)
A. Goal(s) ––
1. The students will design an object intended to solve a simple problem.
B. Objective(s) ––
1. Given a simple problem, students will be able to design an original
invention to solve that problem.
C. Standard(s):
1. 3-5.E.1 Identify a simple problem with the design of an object that reflects
a need or a want. Include criteria for success and constraints on materials,
time, or cost.
II. Management Plan
A. Time
1. Anticipatory Set/Purpose: 7 minutes
2. Lesson Presentation: 30 minutes
3. Review/Assessment: 10 minutes
B. Space
1. Students are seated at desks, arranged in small groupings. Students will
work at their desk through the whole-class and small-group portions of the
lesson presentation, and then will be set free to work at clipboards in the
independent portion of the design process.
C. Materials
1. Video (link in anticipatory set); slideshow for lesson presentation;
brainstorming and design sheets
2. Optional: Rosie Revere, Engineer by Andrea Beaty (if teacher desires to
use the physical book when recalling examples in lesson presentation)
III. Anticipatory Set
A. I will play the video “How to be an Inventor | Kid President” video. The students
love Kid President (who doesn’t?), and in this video he identifies inventions as
solutions to world issues. He highlights the ability of children to be inventors
 because they are problem solvers. Kid President also models the process of
inventing by identifying a problem he would like to solve and attempting to create
an invention that solves it. He also visits an engineering facility, and encourages
students that failure is a good thing.
1. https://www.youtube.com/watch?v=75okexRzWMk
B. The video ends with the question: “What will you invent to change the world?” I
will close the video and project this question.
IV. Purpose: “So Kid President asked us: ‘what will you invent to change the world?’
…today, we’re going to take that question seriously––today, we’re going to identify
problems we want to fix and design some inventions that could fix them.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners
● I will have Spanish materials for Apollo, our student who classifies as ELL.
● The group brainstorming allows students to practice thinking creatively before
attempting the independent task.

VI. Lesson Presentation (Input/Output)

● I will project the steps to creating: 1. Identify a problem, 2. Decide what you want
the solution to be, 3. Brainstorm steps to get there, 4. Design an invention that
might make the solution come true.
● I will talk through the steps with students to make sure the vocabulary is
understood and verbalized.
● I will recall the book Rosie Revere, Engineer, which I have already read with the
students. We will go through the invention steps and (briefly) discuss how she
demonstrates each step in creating her invention.
● Whole-Class: I will hand out the brainstorming sheet, and together we will fill
out that Inspiration section by collecting examples of inventions that have
changed the way of life and which students might use in daily life (e.g. batteries,
remote controls, screwdrivers, keyrings, etc.)
● Group Work: Next, students will have time to brainstorm in small groups and
create a list of current problems at home, school, or even the world (we should
teach our students to dream big, and then give them practical steps for getting
there and have them start at an achievable level, no?) that they would like to
improve (e.g. difficulty of organizing school supplies, not enough storage space in
desk, not having enough food for everyone, not being able to communicate with
pets, etc… students will come up with anything and everything, from the surface
level to incredibly deep ideas).
● Independent Practice: Students will a list of possible inventions. I will tell them
to imagine they have unlimited funds and resources. This can be done solo or with
 a group, depending on individual preference. (Note: group work is just an option
for developing the idea, the actual design process will be done individually).
● I will walk around (see Check for Understanding) to make sure students are on-
track.
● When students have a list of a few possibilities, they are free to pick one that they
would like to imagine the design of, and will have 20 minutes to work on the
design sheet. (See below).

VII. Check For Understanding:

● During the independent work-time, I will conference with individual students
briefly. In this time I will listen to their idea, give them feedback, and give them
possible directions to take in moving forward.
● In the final three minutes of work-time, I will have students share their ideas with
their neighbors (though I hope that I will have set up an environment that fosters
collaboration and in which my students will have already been talking about their
ideas. But I will still make space for this, just in case).

VIII. Review Learning Outcomes / Closure

● To get students moving, have them find their clock partner. With their clock
partner they must do two things. First: discuss the invention ideas that they have
been working on. Second: they must “invent” a handshake.

PLAN FOR ASSESSMENT

● Formative: See Check for Understanding. My conferences will serve as formative
assessment and inform my decisions in moving forward.
● Summative: The finished design sheets will serve as a product for summative
assessment.

REFLECTION AND POST-LESSON ANALYSIS

1. Were students able to identify simple problems and needs?
2. How much guidance did most students require before being able to work independently?
3. Were students able to design the majority/all of an imagined invention within the time
frame?
4. How many students achieved the lesson objective(s)? For those who did not, why not?
5. How should I alter this lesson?
6. Were all students actively participating? If not, why not?